In the 1990's, a former student of Bloom, Lorin Anderson, revised and published a revision of the Taxonomy in 2001. A key change is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy.
Bloom's Revised Taxonomy is one of the best ways to differentiate the curriculum to meet the needs of your students. Because of its six levels of thinking, it can provide a starting point for planning units that incorporate low to high-level thinking activities. Therefore, when we use Bloom's Revised Taxonomy as a planning framework we can plan for student thinking at all levels.
Connection of the questions to the junior curriculum: Grade 4 –Understanding Earth and Space Systems – Rocks and Minerals
Questions:
A. Remembering
1. Collect 5 rocks and identify where each was found.
2. Collect 5 rocks and identify where each was found. Draw a sketch
of five different rocks from your local area. Make sure the colour is accurately recreated.
B. Understanding
1. Explain how sedimentary the rocks were formed..
2. Explain how the following rocks were formed: igneous, metamorphic, and sedimentary.
C. Applying
1. Arrange the five rocks from the knowledge activity in a display to share with your class. Label each rock.
2. Arrange the five rocks from the knowledge activity in a display to share with your class. Label each rock and write a
brief description of the rock’s characteristics and origin.
Analyzing
1. Compare and contrast the importance of a rock as seen through the eyes of a landscape designer, and a construction
worker.
2. Compare and contrast the importance of a rock as seen through the eyes of a geologist, a landscape designer, and a
construction worker.
Evaluating
1. Develop a plan that you would use if you were going on a rock and mineral expedition. Include what you would take,
where you would go, the tasks you would plan to accomplish, and the problems you might encounter.
2. Develop a plan that you would use if you were going on a rock and mineral expedition. Include what you would take,
where you would go, the tasks you would plan to accomplish, and the problems you might encounter. Establish a set of
criteria to use in determining if the expedition was a success or not.
Creating
1. Write an obituary for a rock. Include where the rock was “born” and how the rock “met its end”.
2. Write an obituary for a rock. Include where and how the rock was “born”, the important events of the rock’s “life” and
how the rock “met its end”.
References:
1. http://www.officeport.com/edu/blooms.htm
2. http://h226.lskysd.ca/pd/blooms
3. http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm